Outcome based education, or OBE, has been defined rather differently by several authorities on the matter. OBE is a method of educating that utilizes the philosophy that:

"all children can learn, with an approach that defines clearly what students are to learn, measures their progress based on actual achievement, meets their needs through various teaching strategies, and gives them enough time and help to meet their potential"( Cramer, 4 )

A fundamental difference between OBE and traditional education is OBE's smooth ability to adapt to students' needs. For instance, rather than hold a student back, or 'fail' them, an OBE system initiates a circle that continually teaches, assesses, and then can either reteach and reassess, or move on depending on each individual student's needs. In a traditional classroom after material is taught it is followed by a standard evaluation. Once the evaluation is assessed, grades are assigned, and the class moves on, regardless of mastery. However, in an OBE classroom, a pre-test is given to help the instructor set ideal goals. Following instruction, evaluation occurs. This evaluation is then assessed according to an individuals achievement of goals. If a student has proven a strong understanding of the material, then he or she moves on. However, if a student fails to meet the instructor's objectives, he or she is re-taught until the material is grasped.( Erickson, 11 ) This extra time and individual attention cannot be afforded in a traditional classroom.

An OBE classroom, as discussed previously, stresses individual attention and motivation. However, the skills and abilities of the instructors are essential to the system. The proficiency of the teacher in being able to assess and set goals and objectives is key. This requires more training to be focused in different areas, and to be more complex. These extra training and assessment methods are costlier than present day methods, and have been argued as unnecessary. However, Mr. Grant Wiggins, a researcher and consultant in school reform argues that an alternative to traditional assessment is necessary in advancing secondary and primary education. He labels this form of evaluation as "authentic assessment." Wiggins claims that "traditional assessment, by contract, relies on indirect or proxy 'items'- efficient, simplistic substitutes from which we think valid inferences can be made about the student's performance at those valued challenges."( Wiggins, 3 ) Wiggins also argues that the traditional forms of assessment mislead both teachers and students.(Wiggins 3) He says that these tests cause students to "believe that learning is cramming; teachers come to believe that tests are after-the-fact, imposed nuisances."(Wiggins, 4 ) Wiggins believes that this misinterpretation cause students and teachers to become more concerned with the 'right answers' rather than forming personal ideas and possessing the ability to justify them.(Wiggins, 4 )

Wiggins believes that authentic assessment forces students to become effective in learning material, forming opinions, presenting those opinions, and justifying them.(Wiggins, 3 ) Also, these tests show teachers and students what materials are important. The most useful method of preparing students for this form of testing is OBE. To achieve the highest results authentic assessment and OBE must used together to realize the best results. OBE must be used to allow children to master material while authentic assessment must be used to evaluate this material. The purpose of OBE is to "tie objectives and evaluation to real life contexts"( Cramer, 3 ) However, as Wiggins points out traditional forms of assessment do not evaluate nor indicate a students ability to perform in a realistic situation.(Wiggins, 3 )

Although implemented OBE programs are still in experimental stages, studies and reports have been conducted to evaluate OBE and its impact. In Minnesota, a report was done a year after OBE was implemented by Jean King and John Bosma. It was discovered that four major areas were effected by OBE: communities; families; students; and schools. King and Bosma reported that in the community, education and teachers lost respect , and as a result some communities voted against educational reform.( pg. 10) This refusal to change is blamed on an increase in percentage of older adults who have no children attending school and are apprehensive of voting for reform that may increase their taxes.(King, 10 ) Another common belief among older voters is that "traditional schools had been 'good enough for them'" and therefore must be good enough for today's students.(King, 11 ) However, today's students must deal with far more advanced technology and buildings not properly suited for innovative teaching. Still yet another problem is the changing social patterns and demographics. Diversity is flowing into formerly homogenous regions and the ability to integrate is lacking.(King, 12)

King and Bosma report two major changes are occuring in families across the board, decrease of traditional families and a rise in homes with two working parents.(pg. 13 ) These changes have decreased the amount of time parents are able to spend on outside interests, such as school. This change in families directly effects the students. With parents having less time for families, children spend much of their time in structured programs such as daycare, or on their own.(King, 13 ) King and Bosma reported that "school is becoming a social service organization in a broader sense as a socialization service for raising kids."(pg. 13) This change in families and students also directly relates to the changes in schools. Schools are now accountable for children throughout most of their day, and have acquired new responsibilities concerning their students. Schools are now looked upon as disciplinarians and educators. They now must teach as well as baby-sit. Teachers and administrators have become an integral part of a student's life.

Regardless of the teaching or assessing style, Minnesota and other states have found that schools are now responsible for far more than merely education. Children are being raised in schools and households, and as a result educators are calling for reform. Families can no longer be called upon to teach children anything, therefore schools must. OBE teaches children material usually covered at home (such as social skills, reading, sex education), and although not all families are in a position to call upon schools to help raise their children, the percentage is increasing. The idea of OBE is controversial for several reasons, but mainly because it gives the government a large part in raising America's children, but with today's social changes, reform is necessary.

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